Author: Sarah Rockwell Grade Level: 10/11 Course: Biology
Purpose of Unit
This unit will review the molecular processes that occur within cells to translate and transcribe DNA, make proteins, and make new cells. Locations of these processes within the cell will also be reviewed as well as the products that result from it. This unit will also cover DNA replication during miosis and mitosis. The purpose of this lesson is to provide students with a deeper understanding of cell processes and products that are created by these cell processes. This lesson builds upon what students already know about living things and cells. Students have already aquired the idea that living things reproduce and grow. This unit will elaborate on these concepts by describing HOW these two processes occur.
This unit will be divided into five sections: introduction to genetics, DNA, RNA and Protein Synthesis, Human Heredity, and Genetic engineering.
Learning Performances and Standards
LS1- All living organisms have identifiable structures and characteristics that allow for survival(organisms, population, species) LS1 (9-11) - 1 Students demonstrate understanding of structure and function-survival requirements by…
1a explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement).
To address this standard students need to have an understanding of DNA. They need to list the roles of DNA, the bulding blocks (amino acids, phospate backbone, double and triple bonds between bases, phosphorilation and double helix structure) of DNA, and the location of DNA.
Students need to compare and conrast the similarities and differences between RNA and DNA and the purpose and roles of each within the cell.
Students need to identify the codon sequences and relate them to the DNA or RNA strand that they origionated from. Students will be able to match sequences with the appropriate bases (Adenine, Guanine, Ctyosine, Uracil, Thymine).
Students will be able to infer which proteins will be developed through specific amino acids that were encoded by codons withing the RNA template.
Students oftern have misconceptions about where DNA and RNA are synthesized and the differences between the two. Students also sometimes confuse the processes of transcription and translation.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Throughout the unit, students will assessed formitavely on their understanding of the material. This formative assessment will be in the form of daily conceptual assignments such as developing Venn diagrams, concept maps, and lab reports on the topics discusses in the unit. At the end of the unit, students will submit a summative assessment in the form of a unti exam. This exam will draw upon highter levels of thinking such as essay questions in which students will describe biological processes in their own words. Other higher level thinking questions will require students to form alalogies with prior knowlege and recently constructed knowledge.
Rationale
I made the topic meaningful for students by relating the content of the unit to things that the students already know and are familiar with. An example of this would be relating translation and transcription to the common definitions of the words that we already know. I also created meaning for the students by developing lessons that allow students to work together on inquiry lessons such as jigsaw lessons.
I assessed student learning through their ability to construct accurate and meaningful analogies to systems and concepts that they already know. I also assessed students on their demonstrations of understanding throughout the unit. This demonstration of their understanding can come in the form of laboratory reports, literacy strategy assighnments, or summative assessment scores.
I sequenced lessons in such a way that they build from broad information and work down to more narrow and specific concepts. An example of this method is the way in which I began with a vague description of DNA and it roles and ended with specific processes that DNA undergoes.
I help student make sense of the materials by providing many ways to demonstrate the main concepts. I aim at multiple intelligences by providing opportinities for kinesthetic, visual, and auditory learners. I do this by conducting labs, presenting videos and animations of DNA processes, and lecturing.
VERY IMPORTANT: Your rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.
Title: Genetics
Author: Sarah Rockwell
Grade Level: 10/11
Course: Biology
Purpose of Unit
This unit will review the molecular processes that occur within cells to translate and transcribe DNA, make proteins, and make new cells. Locations of these processes within the cell will also be reviewed as well as the products that result from it. This unit will also cover DNA replication during miosis and mitosis. The purpose of this lesson is to provide students with a deeper understanding of cell processes and products that are created by these cell processes. This lesson builds upon what students already know about living things and cells. Students have already aquired the idea that living things reproduce and grow. This unit will elaborate on these concepts by describing HOW these two processes occur.This unit will be divided into five sections: introduction to genetics, DNA, RNA and Protein Synthesis, Human Heredity, and Genetic engineering.
Learning Performances and Standards
LS1- All living organisms have identifiable structures and characteristics that allow for survival(organisms, population, species)LS1 (9-11) - 1
Students demonstrate understanding of structure and function-survival requirements by…
1a explaining the relationships between and amongst the specialized structures of the cell and their functions (e.g. transport of materials, energy transfer, protein building, waste disposal, information feedback, and even movement).
To address this standard students need to have an understanding of DNA. They need to list the roles of DNA, the bulding blocks (amino acids, phospate backbone, double and triple bonds between bases, phosphorilation and double helix structure) of DNA, and the location of DNA.
Students need to compare and conrast the similarities and differences between RNA and DNA and the purpose and roles of each within the cell.
Students need to identify the codon sequences and relate them to the DNA or RNA strand that they origionated from. Students will be able to match sequences with the appropriate bases (Adenine, Guanine, Ctyosine, Uracil, Thymine).
Students will be able to infer which proteins will be developed through specific amino acids that were encoded by codons withing the RNA template.
Students oftern have misconceptions about where DNA and RNA are synthesized and the differences between the two. Students also sometimes confuse the processes of transcription and translation.
Outline, Concept Map, or other Graphical Representation of the Concepts Addressed in the Unit
Lesson Sequenc
Lesson 1: How Genes WorkLesson 2: DNA's Job
Lesson 3: DNA Replication
Lesson 4: Replication- Prokaryotic vs. Eukaryotic
Lesson 5: DNA Extraction
Lesson 6: The Difference in RNA
Lesson 7: Transcription
Lesson 8: Translation
Lesson 9: From Codons to Amino Acids
Lesson 10: Fly Swatter Game
Assessment Plan
Throughout the unit, students will assessed formitavely on their understanding of the material. This formative assessment will be in the form of daily conceptual assignments such as developing Venn diagrams, concept maps, and lab reports on the topics discusses in the unit. At the end of the unit, students will submit a summative assessment in the form of a unti exam. This exam will draw upon highter levels of thinking such as essay questions in which students will describe biological processes in their own words. Other higher level thinking questions will require students to form alalogies with prior knowlege and recently constructed knowledge.Rationale
I made the topic meaningful for students by relating the content of the unit to things that the students already know and are familiar with. An example of this would be relating translation and transcription to the common definitions of the words that we already know. I also created meaning for the students by developing lessons that allow students to work together on inquiry lessons such as jigsaw lessons.I assessed student learning through their ability to construct accurate and meaningful analogies to systems and concepts that they already know. I also assessed students on their demonstrations of understanding throughout the unit. This demonstration of their understanding can come in the form of laboratory reports, literacy strategy assighnments, or summative assessment scores.
I sequenced lessons in such a way that they build from broad information and work down to more narrow and specific concepts. An example of this method is the way in which I began with a vague description of DNA and it roles and ended with specific processes that DNA undergoes.
I help student make sense of the materials by providing many ways to demonstrate the main concepts. I aim at multiple intelligences by providing opportinities for kinesthetic, visual, and auditory learners. I do this by conducting labs, presenting videos and animations of DNA processes, and lecturing.
VERY IMPORTANT: Your rationale should focus on the following questions: How did you make the topic meaningful for students? How did you make use of inquiry? What are the ways in which you assessed student learning? How did you take account of students' prior experiences and knowledge? How will you sequence lessons so that they support the understanding of the learning outcomes? How will you help students make sense of the materials? Please make use of class readings and discussions in writing your rationale. The rationale is important because it serves as evidence that you are thinking about the unit like a teacher, i.e. going beyond "writing plans" to thinking about how you are going to engage your students with a topic in a way that builds over two or three weeks.